Metacognitive Awareness of Reading Strategies among English as a Foreign Language (EFL) Preservice Teachers: An Exploration of Gender and Developmental Differences

Arrastia, Meagan; Zayed, Amal M.; Elnagar, Hosny Z.

doi:10.5430/irhe.v1n2p46

Cited by 8 publications

(15 citation statements)

References 39 publications

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“…In the case of gender differences, a considerable amount of research has observed that MA and gender are significantly correlated. Namely, the finding of this research related gender effect is in contrast with the results of the research conducted by Arrastia, Zayed and Elnagar, 2016;Byrne, 1993;Ogus and Ataseven, 2016;Liliana and Lavinia, 2011;Sadeghi, Hassani and Rahmatkhah, 2014;Sheorey and Monktari, 2001;Miller, 2000;Rozendal, Minnaert and Boekaert, 2001;Misu and Masi, 2017;Renninger, Hidi and Krapp, 1992;Sabna and Hameed, 2016;Eccles, Wigfield, Harold and Blumenfeld, 1993. As for the relation between MA and the years of prospectice teachers, the results implied that MA differs according to the years of pre-service EFL teachers. MA scores of seniors were higher than those of freshmen, sophomores, and juniors.…”

Section: Discussioncontrasting

confidence: 98%

“…During its extended developmental course, metacognition becomes more explicit, powerful, and effective, as it comes to operate increasingly under the individual's conscious control. Similarly, Arrastia, Zayed and Elnagar (2016) probed the effect of years of students on the MA. According to results, the fourth-year students employ strategies more often as compared to first-year students in the context of reading English.…”

Section: Discussionmentioning

confidence: 99%

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Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Çakıcı¹

2018

JEL

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The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

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Section: Discussioncontrasting

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Çakıcı¹

2018

JEL

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“…First, students' proficiency is one of the key factors affecting students' metacognitive awareness of reading strategies (Mokhtari & Sheorey, 2002). Second, female learners used more reading strategies than male learners did (Arrastia et al, 2016;Mokhtari & Sheorey, 2002;Temur & Bahar, 2011). Third, problem-solving strategies were the most popular strategies among three types, compared to global and supporting strategies (Pammu et al, 2014;Fitrisia et al, 2015;Temur & Bahar, 2011;Yüksel & Yüksel, 2012).…”

Section: Studies Related To Metacognitive Awareness Of Reading Strategiesmentioning

confidence: 99%

“…Considering the importance of metacognitive awareness of reading strategies (MARS) in accelerating reading comprehension, numerous studies have adapted both original of MARS developed by Mokhtari and Reichard (2002) (e.g., Arrastia, Zayed, & Elnagar, 2016;Fitrisia, Tan, & Yusuf, 2015;Mokhtari, Dimitrov, & Reichard, 2018;Pammu, Amir, & Maasum, 2014;Wu, Valcke, & Van Keer, 2012) and a second version of Mokhtari and Sheorey (2002) like Temur and Bahar (2011) to investigate students' awareness of reading strategies. These studies showed that among three factors of reading strategies, problem-solving strategies were utilized more frequently than global and supporting reading strategies.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, they concluded that reading strategies and reading comprehension are closely related. However, it is worth considering that individual's awareness of applying reading strategies might be varied across languages (Arrastia et al, 2016). Similarly, other factors, including proficiency levels, learners, genders, and educational background might also affect students' awareness of reading strategies (Mokhtari et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates

Do¹,

Phan²

2021

AWEJ

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Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students’ metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hundred and twenty-three English-majored undergraduates of Hong Bang International University completed an online survey which discovers their frequencies of using problem-solving, global, and support reading strategies. They next took a comprehension test on the TOEIC format test, whose results were adopted to classify students into three levels, namely good, medium, and poor readers. Reading strategies usage mean scores were compared across three strategy types and these scores were collated between groups. Results showed; first, reading strategies were used in academic texts at medium frequency level with the high usage of problem-solving strategies, followed by medium usage of support and global reading strategies. Second, female readers showed a higher frequency of using support strategies than males did. Third, learners’ proficiency levels were found to predict the levels of metacognitive awareness in reading with high-reading-ability students applying reading strategies more frequently than poor-reading-ability ones. This is significant to indicate that instructors should integrate all three reading strategies in their teaching, especially, raising awareness of global and support reading strategies among Vietnamese learners.

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The effect of reading strategy use on online reading comprehension

Habók,

Oo,

Magyar

2024

Heliyon

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Metacognitive Awareness of Reading Strategies among English as a Foreign Language (EFL) Preservice Teachers: An Exploration of Gender and Developmental Differences

Cited by 8 publications

References 39 publications

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates

The effect of reading strategy use on online reading comprehension

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